This thesis concerns the mediation of history in a public arena in society, namely in historical exhibitions in museums. The foci of the thesis are exhibitions on migration history, cultural encounters, “Us” and “the Others”, and in particular how relations based on the principles of class, gender and ethnicity are mediated. The research concerns two exhibitions – "Afrikafararna" (The Travellers to Africa) and "Kongospår" (Traces of Congo). In this thesis museums are viewed as arenas for public education and meaning-making. It explores how the historical contents as well as the forms of mediation in the exhibitions correspond to the task of promoting democracy that has been assigned to Swedish museums. This task is expressed in the intentions of the respective museums, in the general policies on culture and also in the policy documents for schools. Therefore the thesis also explores how pupils and teachers understand the mediation of history and use the museum as a source for learning. Exhibitions are regarded in this thesis as mediation processes of history. Three distinct phases can be seen in this process – the phase of production, the phase of mediation and the phase of reception. People connected to the different phases, such as curators, producers, museum educators, and pupils, have been interviewed. These interviews show how conditions, convictions and scope for action influence how the stories of migration and cultural encounters are told and understood. The contents of the exhibitions are analysed from a perspective of class, gender and ethnicity. Furthermore, the limitations and possibilities for the visitors to intensify their historical consciousness are discussed. The study shows how economic conditions and access to historical source material influence the way history is mediated, but also, and to a very large extent, convictions on pedagogy and concepts of history among museum staff. The latter two are determining factors when it is made clear that the way the historical source material is used results in the fact that history is mediated in a way that does not correspond to the intentions and goals to promote democratic values, such as equality, and active democratic readiness for action. The study shows that the exhibitions in question mediate patterns of subordination and asymmetrical relations between women and men and between Swedes/Scandinavians and Africans in their mediation of history. There are sometimes very distinct lines between “Us” and “the Others”. One of the exhibitions offers more space for individual meaning-making and reflection than the other, however, because of its problematization of the occurrence of African artefacts in Scandinavia and because there are more stories and more voices in the exhibition. The interviews with teachers and pupils show that the visits to the exhibitions are often isolated events that are rarely incorporated into the students’ education in a prolonged theme or perspective. Several students uncritically accepted the mediation in the exhibition, others were provoked and challenged, but the students had little opportunity to discuss these experiences in either the museum or in school. In summing up, several of the results of the analysis show that the mediation of history in the exhibitions cannot be described as corresponding to the demands of a democratic conception of education.

Marie Tesárková Diplomová práce 2013 Abstract: This work contains a summary of history of Czech Pentecostal Church and of its musical impact on the society. The Conception of Musicians' in Czech Pentecostal Church utilizes surveys of other evangelical churches, that were executed by e-mail correspondence with their leaders. An on-line questionnaire for contemporary musicians of Czech Pentecostal Church became another ground for this work. Thus the proposal for a conception considers all aquired information, along with education plans of several Czech schools of Art and with education plans of American Central Bible college. Key words: Czech Pentecostal Church, musicians' education, evangelical churches, interdenominational events, conception if education

The thesis deals with the contribution of physical, art and music education at primary school. It monitors the influence of education on the overall development of children and at the same time how the teacher himself can influence the educational content of these lessons. The aim of my thesis is to find out how the teachers deal with the potential of education, which therapeutic elements they use in their lessons and which approach to education they prefer. The theoretical part introduces the content, potential and main therapeutic elements of physical, art and music education to the public and suggests the importance of their preservation in the educational system at primary school. It is a qualitative investigation, I used the semi-structured interview method as well as direct unstructured observation for my research. In the practical part I conducted interviews with four experienced teachers and I mainly focused on their conception of selected education. Furthermore, the most striking aspects of the education, which have a positive impact on the development of children and their integration into society, were processed by observation in lessons. Based on the obtained results, physical, artistic and musical education can be understood as very beneficial doctrines that affect the pupil's psyche, influence his / her physical health and facilitate his / her involvement in the collective. Art, music and physical education at primary school provide a place where children learn the basics of art, culture and dance, and where they can discover themselves and learn to accept the differences observed in the surroundings.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-06T18:04:33Z No. of bitstreams: 1 2016 - ?lida Soares de Santana.pdf: 1327060 bytes, checksum: acd09b51e0734e16742a5234842ce1f8 (MD5) / Made available in DSpace on 2016-10-06T18:04:33Z (GMT). No. of bitstreams: 1 2016 - ?lida Soares de Santana.pdf: 1327060 bytes, checksum: acd09b51e0734e16742a5234842ce1f8 (MD5) Previous issue date: 2016-02-24 / CAPES / This dissertation broaches about the operationalization of the inclusive conception of Special Education, through Specialized Educational Attendance (SEA). For the study was used as base the Critical Theory where we investigated the followings questions: What are the impacts the presents Public Politics in effective formation of SEA, as well as yours pedagogical and educational aspects, and formation of the teachers? How do teachers understand the, Specialized Educational Attendance as a support for the inclusion of the students target audience of Special Education in the public school? What are the target that SEA has contributed to schooling of students, who Special Education has as a focus, in the classroom? What are the possibilities of the Specialized Educational Attendance in the support inclusion school? What experiences that there is or it / are lived between the teacher from the classroom and the teacher of the SEA? What is the understanding of these teachers about the inclusion of that students of Special Education? As research objectives defined: characterize public politics of education regarding school inclusion and its relation to the training of teachers, considering the current political and pedagogical guidance of Specialized Educational Attendance for the students, assisted by Special Education, in municipality of Paracambi; Describeing the contributions of expert support for the process of inclusion of the students assisted by Special Education in regular classes at school study locus; Assessing the concept of the SEA teachers, who have participated in the research, about the inclusion of special education students in space of the regular school; Evalueting the conceptions of teachers in the common class, participants in the research, about the Specialized Educational Attendance; and evaluate the relationship between the common teaching and SEA thinking it lie whiting the triad: access, retention and learning of the student target audience of Special Education. This research is based on, theoretical and methodological in Critical Theory, especially thinkers Theodor Adorno and Hellmut Becker. However, it were used in this study other scholars, such as Costa, Damascus, Pucci, Booth & Ainscow are considered. The source was conducted at Dawn School, one school of Basic Education on Municipality of Paracambi. The subjects of study were two teachers who works in the Specialized Educational Attendance and one teacher from each area of knowledge: codes and languages; Humanities and Social Sciences; Exact and natural sciences, necessarily active in classes in which students assisted by Special Education had to be included. The results of this research show that the path traced by the Municipal Paracambi Education for the operationalization of the inclusive perspective of Special Education is being realized, even considering its contradictions. Thus, we can say that the SEA developed in this school, although not free of tensions and contradictions, has contributed to the affirmation of democratic perspective of education under the Special Education of this city. / Essa disserta??o de mestrado elegeu como objeto de estudo a operacionaliza??o da perspectiva inclusiva de Educa??o Especial, por interm?dio do Atendimento Educacional Especializado (AEE). ? luz da Teoria Cr?tica, investigamos as seguintes quest?es: Quais os impactos das atuais Pol?ticas p?blicas no que se refere ? institucionaliza??o do AEE, bem como aos seus aspectos pedag?gicos e educacionais, e para a forma??o dos professores? Qual o entendimento do Atendimento Educacional Especializado por parte dos professores, no suporte ? inclus?o dos estudantes p?blico-alvo da Educa??o Especial na escola p?blica? No que o AEE tem apoiado ? escolariza??o de estudantes p?blico-alvo da Educa??o Especial nas salas de aula? Quais as possibilidades do Atendimento Educacional Especializado no suporte ? inclus?o escolar? Quais experi?ncias existem/s?o vividas entre o professor da sala de aula e o professor do AEE? Qual o entendimento desses professores acerca da inclus?o dos estudantes p?blico-alvo da Educa??o Especial? Como objetivos de pesquisa definimos: Caracterizar as Pol?ticas p?blicas de educa??o quanto ? inclus?o escolar e sua rela??o com a forma??o dos professores, considerando a atual diretriz pol?tico-pedag?gica do Atendimento Educacional Especializado (AEE) destinado ao estudantes p?blico-alvo da Educa??o Especial, no munic?pio de Paracambi; Caracterizar as contribui??es do apoio especializado para o processo de inclus?o dos estudantes p?blico-alvo da Educa??o Especial nas turmas regulares da escola locus do estudo; Avaliar as concep??es dos professores do AEE, part?cipes da pesquisa, sobre a inclus?o dos estudantes p?blico-alvo da Educa??o Especial no espa?o da escola regular; Avaliar as concep??es dos professores da classe comum, part?cipes da pesquisa, a respeito do Atendimento Educacional Especializado; e Avaliar a articula??o entre o ensino comum e o AEE pensando-a na tr?ade: acesso, perman?ncia e aprendizado dos alunos p?blico-alvo da Educa??o Especial. Esta pesquisa est? fundamentada, te?rico-metodologicamente na Teoria Cr?tica, com destaque para os pensadores Theodor Adorno e Hellmut Becker. Contudo, Vale destacar que outros estudiosos, como Costa, Damasceno, Pucci, Booth & Ainscow s?o considerados na discuss?o e an?lise do objeto de estudo. A pesquisa foi realizada na Escola Amanhecer, uma escola do Ensino B?sico da Rede P?blica do Munic?pio de Paracambi, tendo como sujeitos de estudo duas professoras que atuam no Atendimento Educacional Especializado e um professor de cada ?rea do conhecimento, a saber: C?digos e Linguagens; Ci?ncias Humanas e Sociais; Ci?ncias Exatas e da natureza; necessariamente atuantes em turmas em que estudantes p?blico-alvo da Educa??o Especial estivessem inclu?dos. Os resultados desta investiga??o revelam que o caminho tra?ado pela Secretaria Municipal de Educa??o de Paracambi para a operacionaliza??o da perspectiva inclusiva de Educa??o Especial est? sendo percorrido, mesmo considerando suas contradi??es. Assim, ? poss?vel afirmar que o AEE desenvolvido na referida escola, embora n?o livre de tens?es e contradi??es, tem contribu?do para afirma??o da perspectiva democr?tica de educa??o no ?mbito da Educa??o Especial da referida cidade.

[pt] Este trabalho procura olhar para as tecnologias educacionais – especialmente aquelas com Inteligência Artificial (IA), a grande promessa da atualidade – a partir de questionamentos críticos, evitando a ideia de neutralidade que comumente é atribuída a elas, inclusive na literatura acadêmica. O objetivo geral é analisar discursos sobre IA promovidos por empresas de tecnologia educacional (edtechs) que oferecem tecnologias voltadas para o ensino-aprendizagem. Os específicos são: 1) examinar como a IA é concebida nos discursos das edtechs; 2) investigar os papéis atribuídos às tecnologias nos processos de ensino e aprendizagem e 3) caracterizar as concepções de educação veiculadas nesses discursos. A Análise de Discurso Crítica foi o referencial teórico-metodológico que orientou as análises, partindo das categorias dos pressupostos, escolhas lexicais e modalidade. O corpus é composto de textos retirados dos sites e de dezessete postagens do Instagram de três empresas selecionadas: a Letrus, a Educacross e a Jovens Gênios. Nos discursos analisados, a IA é concebida como solução para diversos problemas educacionais e posicionada ora como sujeito, ora como ferramenta para a aprendizagem. A IA aparece com o papel de personalizar a educação, tornando a aprendizagem mais significativa e a educação mais objetiva e eficiente, baseada em dados, democrática e inovadora, além de capaz de suprir deficiências do trabalho docente. As empresas difundem uma concepção de educação baseada em desempenho, organizada por competências e habilidades, individualista, marginalizando a relação entre educador e estudante. Os discursos expressam um ideal de educação que valoriza a qualificação individual em detrimento das dimensões de socialização e subjetivação, portanto distante de ideais de formação ampla e transformação social. / [en] This work seeks to address educational technologies through critical questions, avoiding the idea of neutrality that is commonly attributed to them, including in academic literature. The general objective is to analyze discourses on artificial intelligence (AI) promoted by educational technology companies (edtechs) that offer technologies aimed at teaching-learning. The specific objectives are: 1) to examine how AI is conceived in edtech discourses; 2) to investigate the roles assigned by edtechs to technologies in teaching and learning processes; and 3) to characterize the conceptions of education conveyed by these discourses. Critical Discourse Analysis was the theoretical-methodological framework that guided the analyses, starting from the categories of assumptions, lexical choices and modality. The corpus is composed of texts taken from websites and seventeen Instagram posts from three selected companies: Letrus, Educacross and Jovens Gênios. In the material analyzed, AI is conceived as a solution to various educational problems and positioned either as a subject or as a tool for learning. AI appears with the role of personalizing education, making learning more meaningful and education more objective and efficient, based on data, democratic and innovative, in addition to being able to overcome deficiencies in teaching. Companies disseminate a conception of education based on performance, organized by skills and abilities, markedly individualistic, marginalizing the relationship between educator and student. The discourses express an ideal of education that values individual qualification to the detriment of the dimensions of socialization and subjectivation, therefore far from ideals of broad training and social transformation.

Made available in DSpace on 2016-04-28T14:16:32Z (GMT). No. of bitstreams: 1 Eliane Leal Vasquez.pdf: 2788014 bytes, checksum: 1a1b396356e35ef01e5ea1797b99bf6f (MD5) Previous issue date: 2008-05-13 / Governo do Estado do Amapá / In the present work we analyse some penitentiary rules in Brazil in the transition of the 19th to 20th century, specially, in relation to the conception of education, focusing the changing of the scholar curriculum in this period from examples of the Casa de Correção da Corte , Presídio de Fernando de Noronha and Casa de Correção da Capital Federal . Besides that, we discuss the relation between the knowledge corpus , shared by the teachers at the school of the 21st century prison, with the behaviours and knowledges corpus that the captive society produce in the prison environment through the study of case accomplished with prison-students of the Instituto de Administração Penitenciária do Amapá . So, the study object of this research correspond to an essay to construction of interface in the history of science between penitentiary science, penitentiary law and history of penal execution in Brazil / Neste trabalho analisamos alguns regulamentos penitenciários do Brasil da transição do século XIX ao XX, em especial, no que tange à concepção de educação, focalizando a transformação do currículo escolar nesse período a partir de exemplos da Casa de Correção da Corte, Presídio de Fernando de Noronha e Casa de Correção da Capital Federal. Além disso, discutimos a relação entre o corpus de conhecimentos que são compartilhados pelos professores dentro da escola na prisão no século XXI, com o corpus de conhecimentos e comportamentos que a sociedade cativa produz no ambiente prisional a partir de estudo de caso realizado com alunos-presos do Instituto de Administração Penitenciária do Amapá. Desse modo, o objeto de estudo desta pesquisa corresponde a um ensaio para construção de interface na história da ciência entre a ciência penitenciária, direito penitenciário e histórica da execução penal do Brasil

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